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REPORT 



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I EDUCATIONAL EXHIBITS 



PAEIS EXPOSITION 

OF 1878. 
By JOHN E. BRADLEY, Ph. D., 

Comixiissioner. 



TRANSMITTED TO THE LEGISLATURE FEBRUARY 19, 18711. 



ALBANY : 

CHARLES VAN BENTHUYSEN & SONS. 
1879. 




REPORT 



LEGISLATURE OF THE STATE OF NEW YORK 



John E. Bradley 



APPLIOATIOJSr OF ART TO mDTJS^iRT. 



By JOHN E. BRADLEY, Ph. D., Commissioner. 



TKANSMITTED TO THE LEGISLATURE FEBRUARY 19, 1879, 



ALBANY: 

CHARLES VAN BENTHUYSEN & SONS. 
1879. 



REPORT 



LKGISLATURE OF THE STATK 0¥ NEW YORK 



EDLITIOML EIHIBIIS iT THE Ml EXPOSlIIi 



OF 1878, 



AND THE 



APPLIOATIOK OF AET TO mDUS^lET. 



By JOHN E. BRADLEY, Ph. D., Commissioner. 



TRANSMITTED TO THE LEGISLATURE FEBRUARY 19, 1879. 



ALBANY: 

CHARLES VAN BENTHUYSEN & SONS. 
1879. 



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Promote, as an object of primary importance, institutions for the gen- 
eral diffusion of knowledge. — Washington. 

I have no conception of any manner in which the popular republican 
institutions under which we live can be preserved, if early education 
were not fully furnished to all, by public law, in such form that all shall 
gladly avail themselves of it. 

As the present tendency of things almost everywhere is to extend pop- 
ular power, the peace and well-being of society require at the same time 
a corresponding extension of popular knowledge. — Webste7\ 



STATE OF NEW YORK. 



No. 71. 



IN ASSEMBLY, 

Febeuary 19, 1879. 



REPORT 

OF JOHN E. BRADLEY, COMMISSIONER, ON THE EDUCA- 
TIONAL EXHIBITS AT THE PARIS EXPOSITION OF 1878 
AND THE APPLICATION OF ART TO INDUSTRY. 

Albany, N. Y., February 18, 1879. 
Hon. Thomas G. Alvord, Speaker of the Asserribly : 

Sir — In accordance with the joint resolution of the Legislature under 
which I was appointed a commissioner to represent the interests of the 
State of New York at the International Exposition at Paris and report 
to the Legislature upon the progress of education as illustrated by the 
exhibits of the nations participating in said exposition, I have the honor 
to transmit my report. 

Very respectfully. 

Your obedient servant, 

JOHN E. BRADLEY, 

Commissioner. 



REPORT. 



To the Legislature of the State of Neio York : 

The department of education was honored in the position assigned to 
it, at the Paris Exposition of 1878. 

The foreign educational sections were situated, for the most part, on 
the " Street of the Nations," in a prominent part of the main building 
on the Champs de Mars. The French department of public instruc- 
tion and the other educational exhibits of France were located in a long 
gallery and series of rooms by themselves on the opposite side of the 
art buildings, quite removed from the other exhibits of the same class. 
A considerable portion of the French educational display was also to be 
found in the large separate building of the Ville de Paris. Whatever 
unity of arrangement may have been at first intended was also much 
impaired by allowing other departments of the exhibition to encroach 
"X somewhat upon the space originally set apart to the department of 
Education. 

/ The nations principally represented were France, Austria and Hun- 
/ gary, the United States, Belgium, Switzerland, Canada, England, Italy, 
/ Russia, Sweden, Denmark, Holland, and Spain. Of these, after 
/ France, which made a large and somewhat brilliant display of educa- 
/ tional progress and results, Austria and Hungary, and the United 
I States, made by far the most creditable exhibit. It is to be regretted 
) that Germany did not participate more fully in the exhibition, and give 
^ to the world the benefit of her educational organization and advance- 
ment. It was also a source of regret that the nations did not contribute 
more generally and extensively in the way of bound volumes of " Stu- 
dents' Work," which indicate more clearly than anything else that can 
be exhibited the actual quality and efficiency of the instruction given. 
The department of free-hand and industrial drawing was naturally 
the most fully exhibited, leaving little here to be desired ; but in many 
of the exhibits one sought in vain for information relative to the progress 
of education in other equally important branches of study. The United 
States educational exhibit, under the efficient organization and man- 
agement of Hon. John D. Philbrick, the superintendent, was highly 
creditable to the country and satisfactory to visitors especially interested 
in the work of education, as well as to those seeking information upon 



6 Report on tee 

specific points in our edncational system. The space which it occupied 
was quite too small, but the articles exhibited were so classified and 
arranged, and every foot of space was so utilized, as to elicit the hearti- 
est commendation and command respect for our educational system and 
results. While the space was very meager, the location was most desir- 
able. It was in a prominent corner, near the main entrance from the 
Street of Nations, fronting on a wide passage which separated it from 
the office of the commission, and was admirably lighted from above. On 
three sides the exhibit was surrounded by a partition some twelve feet 
in height, while between and over the two entrances on the fourth side 
portions of the inclosing wall were retained to afford a suitable place for 
prominent articles in the exhibit. Around the sides of the room thus 
inclosed ran a line of book-cases, containing sets of national, state, and 
city school reports, together with other educational literature and mate- 
rials, while above them the walls were hung with plans of school 
buildings of superior excellence. Prominent among the designs thus 
exhibited were those of "Vassar Female College," "Wellesly College 
for Young Ladies," the Boston " Latin " and " English High " School, 
the Albany " High School," " Girls' Normal School " of Philadelphia, 
Milwaukee " Public High School," " Mount Holyoke Female Seminary," 
"Illinois State Normal University," "Pardee Hall," the building of the 
Scientific Department of La Fayette College, Easton, Pa., " Normal 
Institute," Hampton, Va., and others, together with maps, charts, dia- 
grams, photographs, etc. In the center of the room, upon a revolving ^ 
table, was a large model of a "Primary School Building" in Washing- 
ton, D. C, and on the shelves beneath it were a set of the text-books used 
in the public schools of all the various grades in Washington. On tables 
to I extending round the room, as well as in the book-cases, were many vol- 
umes of students' work. This department of the United States exhibit 
was very full and satisfactory. It furnishes the best means of judging 
of the quality and efficiency of the instruction given in the various 
schools represented, and suggests by comparison methods and means of 
improvement. Many of the towns and cities of this country contributed 
volumes or portfolios of such work, either especially prepared for the 
purpose or such as had been previously used at the Centennial Exhibi- 
tion at Philadelphia. It is to be regretted that so many schools and 
school boards contented themselves with sending only specimens of 
industrial drawings, and did not make a complete exhibit of students' 
work in all departments. It is a great mistake to suppose that the diffi- 
culties in preparation of such volumes of pupils' work are insurmount- 
able, or that they are not carefully examined by professional educators 
and experts. In the book-cases, besides extensive collections of reports 
and text-books, of which more special mention will be made in another 
place, were many books and documents of value, mostly furnished by 
the United States Bureau of Education. Catalogues and pamphlets 



Educational Exhibits at the Paris Exposition. 7 

relating to public libraries, charts and diagrams for various purposes, 
histories of educational institutions, bound volumes of college catalogues, 
reports, and other documents relating to scientific and learned societies, 
and treatises on educational subjects constituted a large portion of the 
contents of these book-cases. 

In this general survey of the American Educational exhibit mention 
should also be made of volumes of courses of study in different depart- 
ments, some of them very extensive and elaborate ; articles for special 
instruction, including Kindergarten articles and specimens of children's 
work; books on the instruction of the blind and a considerable variety 
of letters for their use and specimens of their work, some of them beauti- 
fully executed ; a case of philosophical apparatus ; a case of minerals, 
labeled and classified; models for drawing and sculpture ; specimens of 
shop work from the industrial schools, and a great variety and number 
of articles which were classed as " teachers' aids." Some of the articles 
included in the exhibit were sent by enterprising manufacturers for the 
purpose of advertisement, but the larger part of the collection was sent 
by institutions and departments of education solely to show to the world 
the present condition of education in this country. As a whole the 
educational exhibit of the United States, if small, was, nevertheless, 
highly creditable, and, judged by the report of the International Jury, 
very satisfactory. The luimber of awards to this section was twenty- 
eight larger than that awarded to the educational section of any other 
country except France ; and, although our educational exhibition occu- 
pied only a little more than one-hundredth part of the American section, 
it took nearly a sixth part of the prizes which went to American ex- 
hibitors. 

Any bare enumeration and description of articles brought together in 
the educational departments of different countries would be uninterest- 
ing and comparatively valueless ; while on the contrary a careful com- 
parison of these exhibits and a brief consideration of some of the topics 
which they suggest cannot fail to afford useful lessons. If improvement 
is to be made in our organization or methods of instruction, it must be by 
patient examination and inquiry at specific points, not by a cursory view 
of the whole subject. Instead, therefore, of long catalogues of the reports 
and text-books, and descriptions of students' work, and apparatus, and 
the educational materials, and appliances exhibited, it will be our pur- 
pose to give such facts .relating to these exhibits as may be of service to 
the teachers of this State, and in the light of these facts to present certain 
educational topics for their consideration. We note first and in general 

The Educational Value op such Exhibitions. 
The great International Exposition of 1878 is said to have had its 
origin in a movement among the mechanics and artisans, tluoiigh their 



8 Report on the 

trades-unions, who urged upon the government the educational vahie of 
such an exhibition. It will be remembered that the same reason was 
extensively urged in favor of our recent exhibition. Aside from its his- 
torical significance as a centennial celebration, no argument in its favor 
was so successfully employed as that it would be a means of diffusing 
valuable information among the people. That such proved to be the 
case cannot be doubted. The opportunity for the comparison of the prod- 
ucts of diff'erent nations, and especially of the various manufactures 
which they exhibit, stimulates thought and leads not only to the more 
extended introduction of improvements, but also to new inventions ; for, 
more fundamental than the knowledge of machinery and processes of 
manufacture, are general information and the habit and spirit of free 
inquiry among the people. Each new fact becomes not merely so much 
added to one's stock of knowledge, but also a new center from which 
new thoughts and inquiries may radiate in all directions. To the com- 
munity, as well as to the individual, knowledge is cumulative. Facts 
which are of no interest to the ignorant are full of significance to the 
intelligent, and they who have developed mental vigor in the acquisition 
and study of new truths will see laws of matter and force, and far- 
reaching applications of them, where one not thus trained to habits of 
observation and reflection will receive no valuable suggestion. In one of 
the reports of the Commissioner of Education in the United States Edu- 
cational Exhibit at the Exposition, a large collection of facts and state- 
ments of the observations and opinions of superintendents of large manu- 
facturing establishments is given, from which it appears that a common 
school education adds fifty per cent, and such an additional education as 
can be obtained in most of our union schools and academies adds two 
hundred per cent to the productiveness of the ordinary unskilled laborer. 
If this is the case, no room is left for doubt that such a diffusion of special 
information as is possible through a great international exhibition will 
prove of great value. Especially should it be true that teachers and 
others interested in the great work of education will be on the alert to 
discover and apply whatever will promote the great object in the pro- 
motion of which they are engaged. 

The Object of Education. 

What is the end to be attained in education ? This is a fundamental 
inquiry. No one can act intelligently and with vigor who has not a clear 
appreciation of the object to be accomplished. The best results in edu- 
cation, as in other enterprises, can only be obtained by well-directed 
and persistent effort. Clearly, all interested in the work of instruc- 
tion — parents, teachers, and legislators — must unite in intelligent 
co-operation. 

One could not but reflect on the nature and aims of education, as he 
surveyed the vast collections in the educational exhibits of many of the 



Educational Exhibits at the Paris Exposition. 9 

European nations ; and, not iinfrequently, it was painful to observe the 
unworthy aims which they indicated. Grovernments, institutions, and 
sects are everywhere making persistent efforts to bias the infant mind ; 
and not only this, but the various kinds of education are so differenti- 
ated, and such diverse results are exhibited, as constantly to suggest the 
inquiry : What is the object to be attained ? " The object of education 
is to prepare children for the work they have to accomplish," says an 
eminent authority. But what kind of education will prepare children 
for the work they have to accomplish ? What constitutes success ? Set- 
ting aside special and often questionable aims, we may say that the 
work of education in Europe, as in this country, seems to be conducted 
with one of two ends in view : first, to train the mind and draw out the 
faculties to their full development; or, second, to furnish the learner 
with special knowledge and skill in some one department. What shall 
we say of these objects ? Is one right and the other wrong ? Granting 
that " the endowments that belong to all are more important than the 
peculiarities of any ;" granting that "man is the trunk, and the occupa- 
tions and professions are but the different kinds of fruit which it yields ;" 
and granting, too, as we must, that the advocates of " practical educa- 
tion " have often rendered their cause absurd, is it not true that the 
question of the utility of certain branches of study is' often too mucli 
ignored ? Might not instruction in certain branches of industry be 
advantageously added to the course pursued in the public schools, or 
substituted, to some extent, for certain branches which now receive dis- 
proportionate attention ? In most public school systems children are 
required to study arithmetic seven or eight years, and then the results 
are so meager and unsatisfactory that many demand that more atteiition 
be given to this important study. No one will claim that our pupils 
learn too much arithmetic, but is it necessary to devote so much time to 
it ? The objection that time is wasted has been strenuously urged 
against the study of the classics in college ; and yet more time is spent 
by every pupil who completes the course of study in one of our graded 
schools upon arithmetic alone than is given to Latin or Greek in any 
college course, including the preparatory course. Now compare the 
results. Instead of a considerable degree of culture, which is usually 
attained by those who have completed a classical course of study, these 
long years spent on arithmetic have too often yielded little, if any, intel- 
lectual improvement. Who is to be blamed ? Not the child, for lie has 
simply acted out the promptings of his nature, and has been under the 
guidance of others. Not the teacher, for he has faithfully striven, 
according to his ability, to teach the child, never daunted nor discour- 
aged by the pupil's seeming dullness and indifference. No, the simple 
fact is that an effort has been made to teach the child a study which he 
was not yet prepared to learn. Hence the meager result. Arithmetic 
calls into exercise a range of faculties which are not much developed in 



10 Report on the 

childhood. Between the ages of six and fourteen the perceptive facul- 
ties, the memory, and the imagination act spontaneously and with 
remarkable vigor and certainty ; the reasoning powers, on the other 
hand, act slowly and feebly, and only under an effort of the will which 
the child possesses little power to put forth. Many a bright, promising 
boy or girl will read a story-book for three hours with ease and delight, 
to whom it is an utter impossibility to give fixed attention to the more 
intricate work of arithmetic for thirty minutes. Now, we repeat, it is 
not our intention to disparage arithmetic, nor to propose that pupils in 
our public schools should be taught less of it ; but is it neccessary or 
right to give so much time to it ? Why should we insist upon trying to 
teach the pupil that which he is not qualified to learn ? Might we not 
draw a useful lesson from European school systems in this matter ? Why 
not devote some of the weary hours which children now spend upon 
their arithmetic to teaching them designing, needle-work, or something 
■else which will be useful to them in their daily life ? Some of the school 
exhibits of needle-work at the Exposition were very extensive, and all of 
them (from nearly every nation represented, except the United States) 
highly creditable. The little girl who leaves school with a dexterous 
skill in the use of the needle has no small advantage over one who has 
received no such instruction. 

The limits of this report will not permit us to dwell further upon this 
subject, except to say that the fact that the vast majority of the pupils 
in our public schools are surely destined to gain a livelihood by some 
manual employment should not be so utterly ignored as it has been in 
our elementary education. Of industrial drawing further mention will 
be made in another part of this report. But aside from the question of 
industrial and technical training, it should be observed that many sub- 
jects relating to elementary science and natural history can readily be 
so simplified as to be most interesting and attractive as well as useful to 
the child. The same is true of history, and emphatically true of the 
modern languages. There is not the slightest doubt that a child of ten 
can learn French or German with one-half the study that will be neces- 
sary ten years later in his life. Perhaps these languages cannot be 
taught in primary and grammar schools as now organized, but there is 
no difficulty in teaching the elements and practical applications of many 
of the sciences to classes of very young children, and there is very little 
doubt that studies of this kind might be advantageously substituted for 
much that is called "practical" arithmetic, for it is probable that all of 
the subject of arithmetic that is ordinarily taught in school could readily 
be learned by an average scholar in one year, if taken at the most favor- 
able age. Instead, then, of sneering at children's text-books on familiar 
science, as is too often done, we ought to encourage the production of 
such books, and endeavor to introduce them in the early years of the 
pupil's school life. Nor should it be overlooked that the eager curiosity 



Educational Exhibits at hie J'akis Exi'osition. \\ 

of the child, which will so greatly aid his teacher, is powerfully evoked 
by the elementary facts of natural science. 

To return, then, to the question, what is the object of education? we 
answer, that, so far as light was thrown upon it by comparison of the edu- 
cational exhibits at Paris, the graiid and paramount aim should be to 
awaken and quicken the intellectual powers, not to teach the " bread and 
butter sciences ;" but that, on the other hand, utility is too often ignored 
in this country, and the laws of psychology and mental development 
entirely overlooked. Not only the pecuniary value of education, but also 
the culture it affords are greatly enhanced by duly considering the 
pupil's stage of mental developmerit. 

Of numerous facts which might be quoted to indicate the drift of public 
sentiment abroad upon this question of scientific as opposed to classical 
education, the following is selected as fairly representative : In the 
Gymnasia (classical) of Hungary in 1867 there were 83,908 students ; in 
1877 the number of institutions and of professors had increased, while the 
numberof students had fallen to 29,800. In the Real Schools (scientific), 
on the other hand, the number of students had increased from 2,661 in 
1867 to 7,197 in 1877. 

Besides this growing tendency to adopt scientific rather than classical 
study, there has been a rapid multiplication of industrial schools and 
schools of technology, of late, in the leading countries of Europe, of which 
we shall have occasion to speak in another place. In general it does not 
appear that "practical studies" are held in any higher repute as a means 
of mental discipline and culture in Europe than in this country; but the 
disposition is too often apparent to train men for special branches of 
industry rather than to educate them for intelligent citizenship. 

Primary Education. 
Infant schools of various names and grades abound in the large cities 
of Europe. Indeed, not to mention the hospitals and asylums, multi- 
tudes of children come more or less under the guardianship and instruc- 
tion of teachers and nurses in the creches long before they are old enough 
to go to school. Creche is the name given to the public nursery, where 
poor working-women can leave their infants in the morning when they 
go to their work and take them home at night. One might at first 
regret that these children should thus be deprived of a mother's tender- 
ness all day, but it is probable that they receive quite as judicious care 
and attention as the children of the wealthier classes who are left so 
largely to the tender mercies of servants and nurses at home. At all 
events, such institutions seem to be, if not a necessity, a most benevolent 
provision for both mother and child. Attention is given to all things 
that bear upon the health and comfort as well as the physical, mental, 
and moral development of the child. The nurses are chosen with the 
utmost care, and physicians regularly visit each 'creche and inspect all its 



12 Report on the 

sanitary arrangements as well as prescribe for the sick. After the 
creche come the Kindergarten and the Salle cVAsyle, the former being 
generally designed for those who are able to pay tuition, the latter for 
those who are too poor to pay, the former more distinctively German, 
the latter more largely French. The Salles cCAsyle receive their 
pupils at a very early age and make very little attempt to grade or 
classify them. The number of pupils is generally small, and as little 
restraint as possible is imposed upon their freedom. The children are 
received in a large entrance hall where they leave their outside gar- 
ments. The school-rooms themselves contain very little furniture except 
the long, low benches for the children and the chair for the teacher. 
There is usually a case in which the objects used in teaching are kept, a 
small black-board, a stand for pictures or figures, and a few cradles for the 
younger ones when they grow weary. A considerable portion of the room 
is kept free from incumbrance, to afford an open space in which the 
children perform their evolutions and exercises. A yard or play-ground, 
carefully adapted and arranged for the purpose, is considered essential 
to the /Salle cVAsyle. The teaching is, of course, far from systematic. 
The little ones are taught a variety of calisthenic exercises, some of 
which border on the military drill, and various games and exercises. 
Object-lessons and stories on a great variety of subjects — often includ- 
ing theology and demonology — are given at brief intervals. Learning 
to read, count, draw, and sing seem to be largely postponed, though some 
attention is given to these subjects. The underlying theory appears to be 
to awaken the child's curiosity and supply it with something which will 
gratify it and lead it to further acquisitions of knowledge. In the oral 
lessons, the pupils are constantly questioned upon what they have been 
told, and encouraged to express their ideas in language of their own. 
While open to some grave objections, it must be confessed that the Salles 
d'Asyle are in the main well managed and adapted to meet the require- 
ments of a very large class in every country where they exist. About 
25,000 children are in the Salles d'Asyle of Paris. 

The companion institution, the Kindergarten, is already widely and 
favorably known in this country ; indeed, some of the best Kindergartens 
in the world are to be found in St. Louis and other American cities. In 
the United States educational exhibit, were some fine specimens of 
children's weaving and drawing, and other scholars' work from such 
schools in various parts of the country. Besides these articles, schools 
of this class in France, Hungary, and Belgium exhibited specimens of 
children's needle-work and many fine models in clay and plaster pur- 
porting to have been imade by pupils. 

In some respects the instruction in the Kindergarten is quite similar to 
that in the Salle d'Aayle. Objects are substituted for books, the child is 
trained to observe the properties of familiar objects, and his imitative 
and constructive instincts are guided and developed in the production 



, EmiCATioNAL Exhibits at the Paris Exposition. 13 

of articles of almost endless variety. Large quantities of these articles 
were to be ^ound in most of the educational exhibits, but it must be con- 
fessed that many of them were rude, and but few gave evidence of much 
progress. It is safe to say that multitudes of mothers and little ones all 
over the world are, fortunately, engaged in the construction of just such 
ligures and toys, sometimes with, oftener without, a knowledge of the 
fact that it is the best way to train the senses and budding faculties of 
the child. The products of these home schools are often little inferior to 
those exhibited at Paris ; but their artistic excellence is a minor consid- 
eration. The little girl who is taught in the nursery or at the fireside 
the mysteries of paper dolls, birds, animals, and houses ; the little boy 
who learns in the fields or woods to make a whistle, a jack-o'-lantern, or 
a trap ; the little one who learns to build houses of blocks, tents of cards, 
or, in short, to extemporize new playthings out of the materials at hand, 
is being trained in the Kindergarten method, and his pleasure and 
improvement bear constant witness to the excellence of that method. 
Not only are the hand and eye trained, but the perceptive faculties are 
admirably developed and the imagination stimulated to. a vigorous 
activity. As an indication of the pleasure and advantage derived by 
the child from such employment of his time, the advocates of the Kin- 
dergarten confidently point to the superior intelligence and gentler dis- 
positions of the children trained in these schools. And in this connec- 
tion it is well worth our while to note the necessity of toys to the child. 
How warped and one-sided has been the manhood and womanhood 
developed by those whose parents and teachers overlooked or denied the 
importance of play and playthings for little children ! In such persons 
the imagination lies almost dormant, and every event or experience is 
clothed in the most somber hues. Their lives constitute a most prosaic 
round, which steadily grows more dull and monotonous from beginning 
to end. Children who have no toys grasp the realities of life slowly and 
imperfectly, and never idealize. The art instinct is developed very 
young, if at all. Those nations which have produced many celebrated 
artists have provided their children with an abundance of toys. The 
French toys illustrate the peculiar characteristics of the nation. The 
same is true of the Italian, Swiss, and English toys. And it is a signifi- 
cant fact that those nations which have produced the greatest variety of 
playthings have been able to compete most succearfully in the markets 
of the world in the sale of the finest fabrics and productions of artistic 
skill. If it would not lead us into too lengthy a digression, it would 
also be interesting to note the eff"ect of an abundance of suitable toys 
upon the child's emotional nature. Deprive him of playthings, and he 
becomes uncivil and morose, morbidly introspective, and often suspicious 
and repulsive. 

The English educational exhibit was small and significant of the 
undeveloped state of public education in England. Singularly enough, 



14 Report on the 

the term "public school " is not used there in any such sense as we employ 
it, but always to denote one of the nine large endowed institutions like 
Eton, Harrow, and Rugby, which are no more "public" than Phillips 
Academy or Wil listen Seminary. The representation was priucipally 
from the London Board Schools, which were first orgaiuzedin 1870, under 
the moulding influence of Professor Huxley. Previous to this date, the 
only interest manifested by the government in public education had been 
the grant of small sums to those towns and cities which had adopted cer- 
tain measures for the education of indigent children. Parochial and char- 
itable schools were numerous, but ignorance was extremely prevalent, 
and public opinion at length became so exercised that Parliament was- 
driven to adopt new measures, the most important of which was the 
provision for a school tax. The opponents of the tax for school purposes, 
when they fou; d themselves defeated, joined with the more advanced 
advocates of popular education in the enactment of a most radical com- 
pulsory law. And it is worthy of note that, while a royal commission 
was visiting the German and French schools, and preparing an elaborate 
report against compulsory education as impracticable, the law was passed 
and immediately vigorously enforced, with the approval of all classes. 
Since the London School Board was created in 1870, it has provided 278 
schools, many of them of great size. It employs 2,378 adult teachers, 
1,479 pupil- teachers, and 272 candidates for teaching. The pupil-teach- 
ers are fifteen years of age or upwards, former pupils in the schools where 
they are employed, and selected on account of their proficiency and ambi- 
tion to continue their studies further than the school curriculum yet pro- 
vides. They recite to the head-masters and other teachers outside of the 
regular school hours. One reason urged for their employment is that they 
are able to know many of the pupils personally out of school. Many 
particulars with reference to the parents and homes of the children are 
required of them by the inspectors. The head-masters and inspectors 
generally speak favorably of the work accomplished by these pupil- 
teachers. Two objects in the exhibit of the London School Board were 
of special iiiterest. One was a large map of London, giving the location 
of each school, and showing all the central portions thickly dotted over 
with them, and school buildings for 54,000 more children in process of 
erection in the outskirts. The other was a large blackboard (suspended 
over the entrance) giving the following statistics : 

District of the School Board for London. 

Total population 8,577,000 

Area in statute acres 75,490 

Ratable vahie £23,584,728 

School places in efficient schools 466,678 

Children on the school rolls 432,924 

Children in average attendance 342,837 

Percentage of attendance on roll 97.1 



Educational Exiiinns at the Paris Exposition. 15 

School attendances in the year, mornings of three hours' 

duration 225 

School attendances in the year, afternoons of two and one- 
half hours' duration 225 

C'liildren sent by the board to industrial school and train- 
ing ships 3,213 

Number of pupils in cooking classes 201 

Summonses to parents to compel attendance of children.... 3,705 

Sui)eriiitendents 11 

Inspectors 208 

The branches required to be taught in the Board schools are reading, 
spelling, writing, arithmetic, singing, grammar, history, geography, 
literature, religious knowledge, drawing, physical exercises or drills, 
kindergarten exercises, and needle-work. Sir Charles Reed, the presi- 
dent of the London School Board, has recently expressed the hope that 
this list of subjects of study may soon be considerably extended. Too 
great credit can scarcely be awarded to him for the extraordinary prog- 
ress in educational affairs in London during the last few years. The 
impression, which prevails to some extent in this country, that he is not 
sustained by public sentiment in London is a mistake. While it is true 
that the well-to-do class do not yet patronize the "Board Schools" to 
any great extent, they are regarded with favor by nearly all classes, 
and no features of the school law are more generally approved than the 
school tax and the compulsory clause. Even the canal boats, lying at 
the piers along the Thames, are regularly visited by the truant officers 
to compel attendance of all children of school age. 

Secondary Education. 

It will not be possible within the limits of this report to give any 
adequate account of the means provided for secondary education in the 
leading nations of Europe. Our survey must necessarily be limited to 
a few particulars. In most of the nations of Europe no department of 
education is so well organized and efficient. As compared with primary 
education especially it is greatly superior, being of older date, and 
more harmoniously and completely developed in its different branches. 

It should be observed, in the first place, that " secondary education " 
is a somewhat equivocal expression, and is used abroad with considera- 
ble latitude of meaning, but always in a more comprehensive sense than 
with us. In this country it denotes that grade of education that lies 
between the elementary and the collegiate generally given in high 
schools and academies. The course of instruction in secondary institu- 
tions in this country generally extends over three or four years. In 
France, Austria, Prussia, and the other German States, on the other 
hand, the course of instruction in the institutions of secondary grade 
usually extends over eight or nine years, including much that is in this 
country considered collegiate. 



16 Report on the 

Considerable variety is found among the secondary schools, in many 
particulars ; but in France and the Germanic nations they may be said 
to fall, for the most part, into the two classes of classical and scientific, 
or " classical " and *' non-classical" institutions. 

In France the whole educational system is called the University of 
France, and is under the. immediate supervision of the Minister of Public 
Instruction and a council of nine members. Twelve inspector-generals 
visit all parts of the nation to ascertain the condition and wants of the 
schools. Great pride and enthusiasm are everywhere felt for the sec- 
ondaiy schools comprising the lycees and communal colleges. They are 
principally attended by the middle class, although the upper, and to 
some extent the lower, class are represented among their students. 
They gain dignity and efficiency by their intimate relation to the gov- 
ernment, and under the republic have received a pew impetus. At the 
annual concours of these iiistitutions at the Sorbonne, in Paris, the Minis- 
ter of Public Instruction presides and presents the prizes, of which sev- 
eral hundred (many of them of great value) are distributed. The learned 
faculties of the University, numbering five or six hundred, and student 
representatives of many institutions from all parts of France, mostly 
" honor men," are present ; and, as the prizes are announced, great 
enthusiasm prevails. 

Last summer this grand concours received additional eclat from the 
presence of many distinguished foreigners and its relation to the Expo- 
sition. The platform was crowded with official representatives of for- 
eign governments. Huge piles of elegantly bound books lay immedi- 
ately in front, the galleries were crowded with the friends of the stu- 
dents, and an orchestra of nearly a hundred pieces furnished the music. 
The pictures and other decorations of the hall, the showy robes of the 
learned professors, the uniforms and much-coveted badges, the historic 
associations of the place — all things connected with the occasion seemed 
adapted powerfully to impress the imagination and fire the ambition of 
the young Frenchmen who were assembled to receive the rewards of 
superiority. Each successful competitor was taken by the hand and 
warmly congratulated by the Minister of Public Instruction, a wreath 
of laurel placed upon his head, and a package of books placed in his 
hands, unless, as was sometimes the case, the bundle was too large for 
one person to carry. Hour after hour attendants brought in new sup- 
plies of books, and the presentation of prizes and the enthusiasm and 
applause continued. In connection with the award of prizes various lit- 
erary exercises were held, among them an address by the Minister of 
Public Instruction. During the delivery of this address the enthusiasm 
was intense. Cheer followed cheer, and at times the vast audience, 
young men of eighteen, gray-haired professors in their robes of dignity, 
and members of the institute and other learned societies in their embroid- 
ered coats, would rise to their feet as by one impulse, and wave their 



Educational Exhibits at the Paris Exposition. 17 

hands and rend the air with cries of "bravo." And what were the sen- 
timents which called forth such burets of applause and wild excitement ? 
Simply neat and effective expressions of the familiar truth that educa- 
tion is the safety of the State ; that it is not a personal possession sim- 
ply enriching its owner, but that the wealth of the nation is in the intel- 
ligence of its citizens. He said it was •' the function of the University 
to make citizens worthy of the name," and expressed the belief that '' it 
Avas solving the hitherto unsolved problem of a deraoci-acy." The Avhole 
scene was an admirable illustration of French character, "and of the 
interest taken at present in educational affairs. 

France has 86 lycees and 252 communal colleges, which, together with 
162 normal schools, constitute her means of secondary education. These 
institutions afford this grade of education to about 170,000 students, of 
whom the vast majority are young men, all, in fact, except a very 
limited number in the Art and other special schools. It is noteworthy 
that while France has for many years had a system of secondary schools 
for boys, so little effort has been made to provide corresponding advan- 
tages for girls. Nothing but the convents and private boarding-schools 
have been available to them. Much interest, however, has recently been 
aroused in France with reference to the higher education of girls, and a 
bill is now before the Chamber of Deputies to establish in each of the 
T'^ Departments of France one or more higher schools for girls. The 
Joposition is favored by the new Minister of Public Instruction, and is 
Jxely to become a law. 

J Frenchmen have long been justly proud of their secondary schools, and 
L the present time they are exerting a powerful influence upon French 
,, )ciety. They furnish the men who fill the positions of influence and 
^sponsibility all over the country. The industries of France are pros- 
jberous mainly because they are efficiently organized and superintended. 
'. Her ability to pay the German war indemnity was due not to the in- 
, lustry and thrift of her peasantry, for they are both ignorant and poor, 
/but to the shrewdness of her intelligent manufacturers. Mind, not 
inuscle, has earned the money. 

J The public secondary schools of France are of two kinds — lycee or 
jyceums and communal colleges. The lycee are maintained by the state ; 
.Ithe communal colleges are maintained by the municipalities, but may 
^be aided by the state. The instruction in both is classical and modern, 
Iwith some tendency in favor of the latter, which is intended to suit the 
irequirements of practical life by teaching the natural sciences and mod- 
ern languages in place of Latin and Greek. In both classes of institu- 
, tions all the teaching staff have to furnish evidence of their capacity to 
teach the subjects of instruction confided to them. The guarantee takes, 
, .generally, the form of a university degree, varying in kind and rank 
according to the post to be filled. 



18 Report on the 

With reference to the French educational exhibit at the Exposition 
from this grade of schools, it is scarcely necessary to say more than that 
it was as large and as excellent as was to have been expected. Abun- 
dant evidence was furnished that good work is done in nearly every de- 
partment of study. Theses and general essays on nearly every subject 
embraced in the curriculum, drawings, crayon sketches, paintings in oil 
and water colors, sculpture in wood and stone, models of steam engines 
and various other mechanisms, and collections in various departments of 
natural history were exhibited in large quantities. By an elaborate 
system of examinations, similar to our " Regents' examinations," great 
uniformity and thoroughness of instruction are secured. The exhibit 
was especially full and excellent in the department of industrial draw- 
ing and all applications of education and art to industry — subjects of 
which further mention will be made in another part of this report. France 
made extraordinary efforts for a comprehensive exhibition with extra- 
ordinary success, as is evinced by the awards of prizes. 

Turning now to the Germanic nations, we find a general correspond- 
ence in their systems of secondary education. It has developed into two 
branches; the "classical," including the gymnasia, pro-gymnasia, lyce- 
ums, Latin schools, and pedagogical seminaries; and the " non-classical," 
embracing real-schools, burgher-schools, and middle schools. Different 
nations have shaped these institutions somewhat in accordance wi^''^ 
national peculiarities. The most perfect development has been attaint?' 
in the large cities of Prussia and Austria. " 

A complete gymnasium has at least six classes, the highest three r 
which are subdivided into two divisions, a higher and lower. Such t 
course of study extends over nine years. In many gymnasia the fourt, 
is also divided, giving a ten yeai's' course. A complete pro-gymnasiur 
has the five lower classes, its course of study embracing seven years 
Many pro-gymnasia have but the four lower classes of the com 
plete gymnasium and a course of five years. Preparatory schoolt 
are usually connected with these institutions in which scholars can ac- 
quire the elementary knowledge necessary to enter class six. A student 
in a gymnasium gives ten hours a week to Latin for nine years ; six 
hours a week to Greek for seven years ; four hours a week to mathe- 
matics for nine years ; two hours a week to German ; two hours tq 
French ; two to history ; two to religion, for most of the course, and a 
smaller portion of time to various sciences, drawing, etc. 

A complete real-school has six classes, the same as the gymnasium, 
and a nine years' course of study. The burgher-schools omit the last 
two, or, in some cases, the last four years of the course in the complete 
real-school. The middle school is somewhat lower than the gymnasium, ' 
or real-school in grade, and has a mixed course of study. In the real- 
school Latin is taught throughout the course, but only half as much time 
is given to it as in the gymnasium. Greek is omitted entirely. More 



Educational Exhibits at the Paris Exposition. 19 

time is given to German and French, and English, which is not gen- 
erally included in the gymnasium course, receives three hours a week for 
five years. Natural sciences receive a large share of time. The classes 
are kept together in all these various courses of study, very little option 
being allowed the student beyond the choice of his school. Classes are 
divided, however, in recitations if they inimber more than 30 in tlie 
upper grades, or 50 in the lower grades. The method of instruction, 
especially in the real-school, is more largely oral than with us. Mr. 
Maun gives a graphic account of a geography lesson in one of the mid- 
dle schools : 

" The teacher stood by the blackboard, with chalk in his hand. After 
casting his eye over the class to see that all were ready, he struck at the 
middle of the board ; with a rapidity of hand which my eye could 
hardly follow, he made a series of those short diverging lines, or shad- 
ings, employed by map engravers to represent a chain of mountains. 
He had scarcely turned an angle or shot off a spur, when the scholars 
began to cry out : ' Carpathian Mountains, Hungary ;' ' Black Forest 
Mountains, Wiirtemberg;' 'Giants' Mountains,' 'Riesen Gebirge,' 'Silicia;' 
'Metalic Mountains,' ' Erz Gerbirge ;' ' Pine Mountains,' ' Fichtel Gebirge ;' 
' Central Mountains,' ' Mitel Gebirge,' ' Bohemia,' etc. In less than half 
a minute, the ridge of that grand elevation, which separates the waters 
that flow northwest into the German ocean from those that flow north 
into the Baltic, and southeast into the Black Sea, was presented to view, 
executed almost as beautifully as an engraving. A dozen crinkling 
strokes, made in the twinkling of an eye, represented the head-waters 
oft the great rivers which flow in different directions from that mountain- 
ods range ; while the children, almost as eager an 1 excited as though 
they had actually seen the torrents dashing down the mountain sides, 
cried out : ' Danube,' ' Elbe,' ' Vistula,' ' Oder,' etc. The next moment 
:^Jheard a succession of small strokes or taps, so rapid as to be almost 
i.Jdistinguishable ; and hardly had my eye time to discern a large num- 
ber of dots made along the margin of the rivers, when the shouts of 
'JLutz,' 'Vienna,' 'Prague,' 'Dresden,' 'Berlin,' etc., struck my ear. 
At this point in the exercise, the spot which had been occupied on the 
blackboard was nearly a circle, of which the starting point was the cen- 
t(ir; but now a few additional strokes round the circumference of the 
iijicipient continent extended the mountain ranges outward towards the 
jbiains, the children calling out the names of the countries in which they 
r espectively lay. With a few more flourishes, the rivers flowed onward 
towards their respective terminations, and, by another succession of dots, 
npv cities si^rang up along their banks. By this time the children had 
biBcome as much excited as though they had been present at a world- 
mlaking. They rose in their seats, they flung out both hands, their eyes 
ki|ndled, and their voices became vociferous, as they cried out the names 
of j the different places which, under the magic of the teacher's crayon, 



20 Report o.r the 

rose to view. Within ten minutes from the commencement of the lesson, 
there stood upon the blackboard a beautiful map of Grerraauy, with its 
mountains, principal rivers and cities, the coast of the German ocean, of 
the Baltic and Black seas, and all so accurately proportioned that I 
think only slight errors would have been found had it been subjected to 
the test of a scale of miles," 

The gymnasium is at the head of all the secondary schools, and leads 
directly to the university, while the real-school leads to the higher tech- 
nical schools. The former is intended for those who desire to study 
principally the ancient languages and mathematics, and whose aim is to 
prepare for higher positions in the service of the State or the Church. 
The latter is intended for those who desire to study the natural sciences, 
mathematics, and modern languages, with a view to become civil engi- 
neers, architects, etc. They, therefore, do not pass to the university, 
but finish their education in the higher technical schools. 

In all secondary schools examinations are held at the end of every 
year by the director, in the presence of the teacher, to determine wdiether 
the scholars are qualified to pass into the next class. Scholars who fail 
twice on the same examination, after spending two years in the same 
grade, are dismissed. At the end of the whole course a final examina- 
tion is held by a committee. Students are not required to attempt this 
examination, which is very rigorous, but those wishing to enter a uni- 
versity or polytechnic school must present a certificate that they have 
passed it. 

The public schools are very popular, being greatly preferred to private 
schools. They have the great advantage that their teachers are gen- 
erally graduates of universities or of the pedagogical seminaries, are 
employed by the government, and hold their position for life. Moreover, 
all professional men must have passed through a university, the entrance 
examination of which is based upon the public school course, ~ , 

In order that the teachers in these secondary schools may give theij^- 
selves exclusively to their important duties, without anxiety with respect to 
sickness or old age, pensions have been very generally established which 
are proportioned in amount to the previous salary and length of service 
of the recipient. After a service of 15 to 20 years the pension is four- 
sixteenths of the salary ; after 20 to 25 years, six-sixteenths ; after 25 to 
30 years, seven-sixteenths ; after 30 to 35 years, eight-sixteenths ; after 
35 to 40 years, nine-sixteenths ; after 40 to 45 years, ten-sixteenths ; 
after 45 to 50 years, eleven-sixteenths ; after 50 years, twelve-sixteenths. 
The following are the latest statistics on secondary education for 
Prussia : Number of students in pe<lagogical seminaries, 7,544 ; in 
higher burgher-schools, 15,971 ; in real-schools, 88,135 ; in the gymnasia, 
78,506; in higher schools for girls, 43,247 ; total in secondary schools, 
183,408. (The population of Prussia is 25,093,000.) In this connection 



Educational Exhibits at thr Paris Exposition. 21 

the following paragraph is quoted from the last report of the United 
States Commissi(^iier of Education : 

" In all the various institutions in which instruction of a secondary 
character is imparted in the United States there are enumerated only 
184,440 pupils. Can any fair-minded statesman look at these numbers 
and at our total population, and the demands for this grade of informa- 
tion in the public and private affairs of the country, and come to the 
conclusion that there is too much work done in this grade, that too many 
are receiving this measure of education ? The facts clearly reveal weak- 
ness in our system of culture at this point, where in Germany there is 
great strength and superiority. It is not merely that they have in the 
different German States universal education so effectually carried out, 
but that they carry so many of the pupils up into the higher courses of 
instruction. Education is not only universal but is carried farther with 
a greater number ; hence the greater effectiveness of their educational 
systems." 

Belgium devoted much time and money to its educational exhibit. 
Evidently the goveriuuent does not intend to spare any pains to advance 
the popular intelligence. Ten years ago the majority of the Belgians 
dould not read ; but a rapid improvement has taken place. Liberal 
jDrovision has been made for normal schools on a grand scale, and tech- 
nical schools of every kind are maintained. The schools for teaching 
weaving of lace and other delicate fabrics, and designing and manufac- 
ture of artificial flowers, are the best in the world. Belgium has 198 
secondary sch ols, viz. : 10 royal athenaeums, 50 state middle class 
schools, 31 communal colleges, entirely sustained by the municipalities, 
84 colleges under control of the religious orders, and 20 private institu- 
tions under control of lay persons, but all subject to governmental super- 
vijsion. The government has made great progress in extending this 
supervision during the last two years. The total nvmiber of pupils in 
secondary institutions is 17,881, of whom 13,454 were attending distinct- 
ivlely state institutions. The royal atheniBums occupy the highest rank 
among secondary schools. They include two sections, one for classical 
ii\istruction, and one for scientific instruction, corresponding to the gym- 
nksia and real-schools of Germany. 

Switzerland made a most creditable exhibition of her educational 
p^pogress. Zurich aiul Geneva have long been famous for their learning, 
aiid many of the smaller cantons are not a whit behind them in general 
iilitelligence. Probably in no other country is a knowledge of several 
lainguages so necessary or so general. Switzerlatid has 67 gymnasia 
with 4,900 pupils, and 41 real-schools with 3,800 pupils ; total, 1C8 
secondary schools with 8,700 pupils. It is generally admitted that the 
Swiss secondary schools compare very favorably with those of any other 
co'untry, an opinion which was fully sustained by her display at the 
Ejkposition. 



22 Report on the 

The display made by Austria and Hungary has already been referred 
to, and their secondary schools are organized on the sa|ne plan as those 
of Prussia They include 121 gymnasia, and 50 real-schools ; the 
former with 30,490 pupils, and the latter with 13,229 pupils. Vienna 
is remarkable for its secondary schools, having 260 professors, besides 
subordinary teachers in these institutions. There are 120 special 
teachers of gymnastics in the public schools of various grades. Few are 
aware of the progress which has been made in Austria since her war 
with Germany. Her defeat seems to have been the signal for a great 
educational uprising, which is still gathering strength. 

There are in the Netherlands 85 secondary schools with 895 teachers 
and 8,378 pupils. Her display at Paris was small, but good, and in- 
cluded a remarkable model of a school-house. 

Canada was well represented by the exhibit of the Provijice of 
Ontario ; a few articles were also sent from the Province of Quebec. 

The secondary schools of the United States, although much younger 
than those of Europe, made a creditable exhibit at the Paris Exposition. 
It is proper here to note the rapid growth in excellence and popularity 
of secondary schools in this country, as shown by comparing the number 
of scholars who had passed the Regents' examination, and held certifi- 
cates, in some of the principal high schools in this State in the year 1873, 
with the number who had passed the same examination, and held cer- 
tificates, in 1878, viz. : 

187B. 1878. 

Albany High School 130 449 

Auburn High School 108 160 

Buffalo Central School 225 3|)8 

Rochester Free Academy 42 244 

Svracuse High School 133 296 

Troy High School 72 107 

Utica Free Academy 83 101 

Total im^ 1U755 

Increase in five years, 962. 

It is not intended in this report to contribute anything by way of 
argument in favor of public high schools ; but in this connection the 
following extract from a very elaborate and able report by M. Buissou, 
who was commissioned by the French government to report on tljle 
educational exhibits at Philadelphia, and the American system of edu- 
cation, will be of interest to the teachers of this State : 

" No part of the American school system is more essentially national 
than the high schools, no part presents features that are more original, 
no part of the system is worthy of more profound study. Peruse the 
course of study in these high schools ; think of those children of work- 
men and workwomen passing four years in adorning, cultivating, 
strengthening, and cultivating their minds by studies that everywhere 



Educational Exhibits at the Paris Exposition. 23 

else are reserved for the well-to-do classes, and tell us if these institu- 
tions do not bear the very impress and seal of American civilization. 
Need one be astonished, then, at the frank pride with which the Ameri- 
can citizen speaks of these schools ? Has he not a right to be proud 
when, by sure documentary evidence, he shows us the son and the 
daughter of the humblest artisan so mentally elevated that between them 
and the privileged of fortune no difference of culture, no trace of intel- 
lectual inferiority, is to be discovered ? Here is a country where there 
are hundreds of public high schools on the same footing as the most 
primary establishments. They are not professional schools, nor are they 
weak imitations of the classical college ; they are in the fullest sense 
popular schools, schools intended to give the people the best, purest, and 
loftiest results of liberal education. They open up no special pursuit, 
they lead to all pursuits without exception and without distinction. 
They do not make an engineer, an architect, or a physician any mure 
than they make an artisan or a merchant, but they form bright, intelli- 
gent youths trained to study, a.})t to select for themselves among the 
various professions and employments, and skilled to succeed therein. 
One graduate will enter the university, another will go into business ; 
there will be diversities of occupation among them, but there will be no 
inequality of education. So far as social equality is attainable here on 
earth it is accomplished by the American high school. Elsewhere separa- 
tion is made, here everything has been done to retard and diminish that 
separation, to carry as far as possible and as high as possible that com- 
mon instruction which obliterates the distinction between rich and poor. 
Thus the two degrees of American public education render to the State 
services which are different but equally great ; the one gives it masses 
of people who are able to read and write ; the other makes from these 
masses a choice selection, which is endowed with sufficient intellectual 
capital to pay a hundred-fold what it has cost. And how is this selec- 
tion made ? By a sort of natural selection. * * * Does a common 
workman wish that his son may one day be on an equality with the 
richest ? There is the high school ready, if the parent is willing to 
pr ctice self-denial and the son is able and willing to work. If it be 
true that the prosperity of a republic is in direct proportion to the re- 
newing and elevation of the middle classes, the high school in the United 
States, whatever its cost, is the best investment which can be thought of 
for the national wealth." 

Sir Charles Reed, who held a similar commission under the English 
government, says : 

" Three questions are at present under discussion in the United States — 
the maintenance of the primary school as a distinct grade, the apportion- 
ment of children to teachers, and the regulation of salaries. But I have 
ventured to touch upon matters of greater moment in referring to the 
lack of a central authority and uidform system of thoroughly graded 



24 Report on the 

school, to the absence of an infant department, and to the dearth of 
qualified masters. On the whole, England has nothing to fear in fair 
competition with America." 

Physical Training — Education of the Senses. 

t, 

The marvelous culture and improvement of which the mental powers 
are susceptible is scarcely greater than that which may be attained by 
the physical organs. It is but recently that this fact seems to have been 
discovered by modern educators ; and although something is now done 
in many schools to improve the sense organs and train the hand, there 
is no doubt that much more will be attempted and accomplished in this 
direction in the future. In this regard we are far behind the ancients. 
What a contrast to the full and vigorous athletic development of the 
Grecian youth is presented by the spasmodic and misdirected attempts 
at physical culture in modern times ! School training should be so 
planned and conducted as to give strength and symmetry to the body, 
and confirm, not undermine, the physical health. Hence the wisdom, 
and in many cases the necessity, of gymnastic or calisthenic exercises 
in school, exercises which are very extensively adopted on the continent. 
Without doubt the glow with which pupils return to their lessons, after a 
few moments spent in drill of this kind, is ample compensation for the 
" loss of time." More school work will be accomplished by a class if 
relieved by an occasional calisthenic exercise than if held continuously 
to study and recitation. Referring to these exercises, Matthew Arnold 
says : 

" There is an institution at Berlin, whose pupils are being trained 
expressly to supply model teachers of gymnastics for the public schools. 
The teachers profess to have adapted their exercises with precision to 
every age and to all the stages of a boy's growth and muscular develop- 
ment. Nothing, however, will make an ex-school boy of one of the great 
English schools regard the gymnastics of a foreign school without a slight 
feeling of wonder and compassion, so much more animated and inter- 
esting do the games of his remembrance seem to him. Still, if boys 
have long work hours, or if they work hard, gymnastics probably do 
more for their physical health in the comparatively short time allotted 
to recreation than anything else could. For little boys, again, I am 
inclined to think that the carefully taught gymnastics of a foreign school 
are better than the lounging, shiveringly, about, which, in my time, used 
often at our great schools to be the portion of those who had not yet 
come to full age for the games." 

But besides all this, the sj)ecific duty of training the eye, the ear, 
and other organs to do their work easily and well has been strangely 
overlooked. Each of these instruments of the mind is capable of great 
improvement, especially in childliood and youth ; but, unfortunately, 
the evidence all goes to show that the sight, and even the other senses, 



Educational Exhibits at the Paris Exposition. 25 

are often impaired during the period of school life. Our space will not 
permit us fully to discuss this subject here. We can only illustrate its 
importance in the case of the sense of sight. The sailor will clearly 
discern a distant ship, and count her masts or sails, long before 'the 
landsman can discern the slightest speck. The lace-weaver, while pass- 
ing hundreds of bobbins over and under one another with marvelous 
rapidity and dexterity, will detect at once the slightest defect, and catch 
up a stitch or tie a knot with almost instantaneous celerity when the 
ordinary observer will hardly see what has been done. There are more 
than a thousand schools of lace-making in Belgium, where more or less 
intelligent efforts are made to train the eye for this delicate work. 
Engravers at first work with a glass, but their sight improves with their 
skill, until at length they execute the most difficult and delicate designs 
with the eye unaided. So admirably does nature respond in such cases 
to the demands made upon her for more exact and perfect work ! 
Instances have occurred in which children born deaf have learned, seJf- 
taught, to read the lips, understanding what was said to them before 
their mothers knew that they could not hear. Now we cannot expect 
to find the knowledge and skill of the oculist in the ordinary teacher, 
but it is at least possible for every teacher to see that his pupils use their 
eyes so properly as to escape serious injury; and in most cases the 
teacher can do much to bring to its most perfect development the deli- 
cate and beautiful apparatus of the senses by which the mind gains its 
knowledge of the external world. What a pity that such a wonderful 
piece of mechanism as the eye should render us only a tithe of the 
service of which it is capable ! 

And closely connected with the perfection of the organs of sense is 
another particular in which great improvement is possible in most 
children. Perhaps there is no respect in which children differ more 
than in their powers, or at least their habits, of observation. Two men, 
for example, sit for a few moments in the same room, walk together in a 
park, or inspect the same piece of mechanism. One can give a cle^r 
and intelligible description of all that was to be seen ; the other can 
recall nothing, practically has seen nothing. And yet in grasp of 
thought, and in all that is usually called culture, the two men may be 
equal. Can any one doubt that he who is trained to habits of observa- 
tion and quick perception has a great advantage ? Every day and 
hour he sees things which escape the observation of the other, and in 
emergencies he takes in a situation at a glance, and perceives at once 
what should be done, while the other is incapacitated with bewilder- 
ment. Now, with all due allowance for difference of temperament, and 
peculiarities of mental endowment, it is certainly true that all children 
can be greatly benefited by such training as will improve their habits 
of observation. What is begun in the object lesson of the primary 
school should be carried out and applied in the higher grades. Let the 



26 Report on the 

child be taught to notice the properties and relations of things about 
him ; let him learn to see indications and evidence where they exist, 
even though they do not lie exactly on the surface. In this way more 
directly than in any other will he become a successful student of human 
nature. How is it that one man sees through another, and reads the 
secret that he is unwilling to confess ? Not by some mystical intuition, 
as is often supposed. The persons who possess this power are usually 
practical business men. They have acquired, by habitually attending 
closely to such indications as were afforded, an ability to judge with 
great certainty and dispatch of that which was concealed. What they 
have perceived has been only certain external signs, as words, looks, or 
gestures; to the inner thonght, feeling, purposes, there Avas no direct 
access. But, by long training in the school of life, they have become 
so skillful in observing those actions of the men about them which are 
indicative of character, and promptly connecting these manifestations 
with the inner state, that they seldom fail in their estimate of their 
fellow-men. No one will call in question the value of such an education 
as this. Nothing could be more practical. Nor is it true, as is some- 
times said, that such things cannot be taught in the schools. They can 
be taught and are taught in many schools, but to a much smaller extent 
than they ought to be. Many things in the school exhibits at Paris 
indicated an effort in this direction, such as exercises in object lessons, 
and brief extemporaneous compositions on familiar objects, descriptions 
of the school-room, the pupil's desk, etc. 

Industrial Drawing. 
It is not to be overlooked in this connection that the eye guides the 
movements of the hand. Nature has joined them together in a wonder- 
ful manner. Hence, accuracy and discrimination of sight are essential 
to the [)roper traiiung of the hand. To this kind of education much more 
attention has been given abroad than in this country. And a remark- 
able increase of interest in the subject is evinced by the general intro- 
duction of industrial drawing into the schools of this country during the 
last few years. We cannot develop nor even enumerate the manifold 
ways in which training of the hand is useful and necessary ; but we 
must not omit a subject of such magnitude as is indicated by the mag- 
nificent display of students' drawings at the Paris Exhibition. Of the 
utility of industrial drawing there can be no doubt. The possession of 
a ready skill to draw adds a new power to its possessor. It looks towards 
every pursuit and every relation in life. Especially is it the foundation 
of the highest success and excellence in the industrial arts. Midtitudes 
of mechanics all over the country are receiving inferior wages because of 
their ignorance of drawing. The great bane of architects, and foremen 
in machine-shops, is the inability of their workmen to read a working 
drawing so as to work from it. It is calculated that the productive 



Educational Exhibits at the Paris Exposition. 27 

efficiency of every machine-shop would be increased thirty-three per 
cent, if every journeyman could read any common working drawing and 
work by it. Ability to produce as well as to read these drawings would 
increase their wages to a much greater extent. In order further to illus- 
trate the importance of industrial drawing, it is only necessary to recall 
the fact that, at the Universal Exhibition at London in 1851, England 
found herself almost at the foot of the list of competitors among all the 
countries of the world in respect to her art manufactures. Only the 
United States, among the great nations, stood below her. She took im- 
mediate action. Her ministers and other representatives to foreign 
countries were instructed to inquire into the methods of art instruction, 
and of industrial training in other countries, and report any practicable 
suggestions to the home government. Schools of Art were established 
in every large town. The " School of Design," which had led a preca- 
rious existence for fifteen years, suddenly received the royal favor, and 
at the intervention of H. R, H. the Prince Consort, was invited by the 
Queen to occupy extensive apartments in Marlborough House, as a train- 
ing school for teachers for the schools of art throughout the country. At 
the same time, the Commissioners of the Exhibition were instructed to 
proceed to the erection of suitable buildings for a permanent museum at 
South Kensington. At the Paris Exhibition in 1867, England stood 
among the foremost nations, and in some branches of manufacture had 
outstripped the most artistic nations. It was the schools of art and the 
vast collections of industrial art at the South Kensington museum that 
accomplished this splendid result. Before the establishment of the South 
Kensington museum and Art Schools, the number of British Art students 
did not exceed 1,000, and most of these were devoting themselves to 
High Art. Now, not less than 300,000 are studying art, in some form, 
in England alone. Subordinate to, and connected with, the South Ken- 
sington Art schools are 133 free art training schools in the large towns. 
The instruction is similar to that of the parent school, and the teachers 
are graduates of it. The course of instruction and practice extends over 
at least four years. 

No department of instruction was more fully represented at the Paris 
Exhibition of 1878 than that of industrial drawing. Among the finest 
exhibits of this class from our own country were the portfolios of stu- 
dents' drawings from the Massachusetts Art School, giving excellent 
original designs in elementary forms, coloring, industrial patterns, con- 
structive art studies, modeling and designs in the round ; and the exhibit 
from the Woman's Art School of Cooper Union of New York, including 
many beautiful designs for wall decorations, dress goods, ornamental 
book covers, etc., conventionalized from natural forms ; also ornamec.tal 
and industrial designs of the Free Night School for Young Men of the 
same institution. A gratifying feature of the United States exhibit was 
the fact that nearly every city and village represented sent more or less 



28 Report on the 

specimens of scholars' drawings. In the government exhibit were fifteen 
portfolios of school architecture — all representative. 

Turning to the educational exhibits of other nations, we are embar- 
rassed by the extent and excellence of the industrial drawings, the 
greatest profusion being found in the French, Austrian, and Hungarian 
exhibits. From all this abundance we select, as representative and in 
some respects superior to all the rest, the exhibit of the "Art (School at 
Budapest." A selected series of drawings show the course of instruction 
from the first year in the primary school to the last in the gymnasium 
and real-school. Three things were strikingly indicated by these 
designs : First, the practical character of the instruction given ; second^ 
the very rapid progress of the pupils ; third, the beautiful exactness of 
execution required. One rarely sees, even from the hand of a skillful 
architect, plans and drawings which would bear comparison with some 
of the original architectural designs by the students in these schools. A 
less systematic, but more brilliant, exhibit was made by the students' 
work of the Normal Art School at Versailles. 

In the department of "Art Applied to Industry," and in the special 
exhibit of the French Minister of Public Instruction, were numerous 
drawings and models illustrating the practical value of art education — 
such as patterns for carpets and rugs, interior decorations, paintings on 
porcelain, patterns for jewelry, ornamental type, and many fancy arti- 
cles, enamels, mosaics, cutting of cameos, and different kinds of eiigrav- 
ing in various stages of progress, models in clay and plaster, carvings in 
bone and ivory, elegant needle-work, artificial flowers of various kinds, 
patterns for laces and all kinds of textile fabrics ; and, in short, an infi- 
nite variety of articles and designs illustrating the difference between 
crude or unornamented and the most skillful and artistic products of 
industry. Mention should here be made of the fact that an "Interna- 
tional Exhibition of Sciences Applied to Industry " is to be held in Paris 
from July to November, 1879. This exhibition is intended as a kind of 
corollary to the Exposition of 1878. The well-known " Palais de I'lndus- 
trie," in the Champs Elysees, has been designated by the French gov- 
ernment for the proposed exhibition, which will no doubt increase, what 
it so well illustrates, the interest felt in France, and to a greater or less 
extent all over the world, in skillful and artistic workmanship. 

BuiLDiNos, Apparatus, Text-Books, etc. 
Many models of school buildings were exhibited, most of which were 
excellent in design and beautiful in appearance. The organization and 
methods of conducting school exercises differ so much in different coun- 
tries that no attempt should be made to draw comparisons between 
these buildings. It is, however, worthy of mention that, with the soli- 
tary exception of tlie model from this country, not one of them was more 
than two stories in height. One of the largest schools under the direc- 



Educational Exhibits at the Paris Exposition. 29 

tioti of the London School Board is an extensive building only one story 
high. Another excellent feature of the best European school buildings 
is, that they are built with a large quadrangle or open court in the cen- 
ter. As a protection to the eyes, a preference is generally indicated for 
school-rooms with light admitted on only one side, with walls slightly 
tinted in blue or green. 

The double edifice now building in Boston for the Latin and English 
High Schools was shown by a perspective view and two plans. This is 
one of the finest examples of school architecture ever produced in this 
country. A noteworthy feature of the United States exhibit was a col- 
lection of fifteen portfolios of school architecture — all representative. 

American apparatus was represented by a case of small articles fur- 
nished by Ritchie & Co., of Boston. A collection of minerals was exhib- 
ited by Brewster & Knowlton, of Boston, and E. Steiger & Co., of New 
York, sent a collection of kindergarten articles and other school mate- 
rials. But it must certainly be acknowledged that in almost every vari- 
ety of apparatus, foreign manufacturers greatly surpass their American 
competitors. The abundance and excellence of their apparatus for 
experiments and illustration were a marked feature of the French and 
Austrian exhibits. Beautifully executed reliefs, designed for use instead 
of wall maps, were also numerous — the finest coming from Switzerland. 

Turning to the text-books used in the common schools, and other edu- 
cational literature, the United States can claim a great superiority to any 
other country represented at the Exposition. There were in our exhibit 
2,337 volumes of repi-esentative books, of which about 1,450 were text- 
books. They attracted much attention, and comparisons were constantly 
drawn by foreign visitors between them and European books of the same 
class. The testimony seemed to be nidversal that the American text- 
books greatly excelled both in matter and mechanical execution. It is 
oidy in the higher range of subjects that foreign text-books are some- 
times superior. They are, however, less expensive, which is seen to be 
no small merit, when one reflects upon the immense number of books 
required to supply the millions of children in the schools. 

Another criticism that should be made upon the American text-books 
is, that for the very purpose of increasing the already vast number of 
books used in the schools, too many books are included in the same series. 
Thus nearly every school-book publishing house in the United States 
issues a series of readers, usually six in number, and arithmetics, geogra- 
phies, etc., in the same superfluous way. There can be no doubt that a 
smaller number of books would suffice. Nevertheless, there seems to be 
a general concession that American text-books on elementary sulyjects 
are the best in the world. A representative of the Board of Control of 
the British Museum was very desirous of obtaining our whole collection 
of educational books to place in the library of that institution. Other 
applications of the same kind from Sir Charles Reed, and from various 



30 



Report on the 



libraries, were scarcely less significant and gratifying. Among the 
numerous and flattering requests of this kind, was one from M. Bar- 
doux, the French Minister of Public Instruction ; and, in return for 
many courtesies which he had rendered, it was decided by Dr. Philbrick 
and Commissioner General McCormick to present such portions of the 
exhibit, as were at their disposal, to the French government, and a con- 
siderable part of it now occupies a room in the new Pedagogical Library 
and Museum at Paris. In this connection, the fact should be men- 
tioned that Boston and Washington sent full sets of their text-books of 
all grades and their courses of study. 

Another respect in which the American exhibit surpassed all others 
was in the annual reports of State and city departments of education. 
No European country can show any such set of educational reports as 
Massachusetts exhibited. No European city has school reports which 
compare with those of Boston and St. Louis, Scarcely less worthy of 
commendation are the reports of the Board of Regents of this State. 
Models also in their way, although but a few volumes are yet published, 
are the annual reports of the United States Bureau of Education. These 
and other sets of reports constituted a body of educational literature 
which was a noteworthy feature of the United States exhibit. 

The displays of school furniture were much smaller than was to have 
been expected. There can be no question that the American manufac- 
turers surpass all their foreign competitors. It would have amply repaid 
these manufacturers to send larger and more varied exhibits. However, 
the few specimens sent were sufficient to attest the superiority of the 
models and of the workmanship of American school furniture. It was 
a matter of general surprise to find that the coarser and plainer furni- 
ture of European countries was more expensive than ours. Apparently, 
less study has been bestowed upon their patterns, which are often incon- 
venient and complicated with frivolous and noisy attachments. Of 
scores of schools visited, not a single room presented tlie cheerful and 
attractive appearance in its furniture which is so generally found in our 
buildings of recent erection. 

Awards. 
A complete list of the prizes awarded to the United States Section of 
Education is given below. The following is a tabular summary of these 
awards : 



CLASSES. 


Gold medals. 


Silver medals. 


Bronze medals. 


Honorable 
mention. 


VI 

VII 


16 

7 
4 

1 


25 
13 
4 
2 


18 
3 
3 


14 
11 


VIII 




IX 








Totals 

Grand total 


28 


41 


24 


25 
121 



Educational Exhibits at the Paris Exposition. 31 

Besides these honors, the following Decorations were conferred upon 
five American educators in recognition of eminent merit, viz. : 
The Gold Palm of the University of France— Hon. John Eaton, Commis- 
sioner of Education. 
Tlie Cross of the Legion of Honor and the Gold Palm— John D. Phil- 
brick, Boston. 
The Silver Palm — William T. Harris, St. Louis. 
The Silver Palm — Henry Kiddle, New York. 
The Silver Palm — J. Ormond Wilson, Washington. 

Two facts are worthy of notice : First. The number of awards to the 
United States Section of Education is 28 larger than that awarded to 
any other country except France. Second. That although the educa- 
tional exhibition occupied only a little more than one-hundredth part of 
the American section, it took nearly a sixth part of the prizes which 
went to American exhibitors. 



LIST OF PRIZES AWARDED TO THE UNITED STATES SEC- 
TION OF EDUCATION. 

Class VI. — Primary Education. 

Gold Medals. 
Barnard, F. A. P., New York. 
Barnard, Henry, Hartford, Conn. 
Boston, Mass. 

Boston Public Library, Boston, Mass. 
Guyot, Arnold, Trenton, N. J. 

Hampton Normal and Agricultural Institute, Hampton, Va. 
Harper & Brothers, New York. 
Illinois State Department of Public Instruction. 
Indiana State Department of Public Instruction. 
Massachusetts State Department of Public Instruction. 
Ohio State Department of Public Insh-uction. 
Peabody Education Fund. 
Swinton, William, Cambridge, Mass. 
United States Bureau of Education, Washington, D. C. 

Silver Medals. 
American Printing House for the Blind, Louisville, Ky. 
Appleton, D. «& Co., New York. 
Barnes, A. S. & Co., New York. 
Bell, Alexander Graham, Boston, Mass. 



32 Report on the 

Chicago, Illinois. 

Cincinnati, Ohio. 

Cowperthwait & Co., Philadelphia, Pa. 

Ivison, Blakeman, Taylor «& Co., New York. 

Kansas State Department of Public Instruction. 

Lehigh, Edwin, New York. 

Lincoln, D. F., Boston, Mass. 

Mason, Luther Whiting, Boston, Mass. 

Milwaukee, Wis. 

New Jersey State Department of Public Instruction. 

Pennsylvania State Department of Public Instruction. 

Perkins Institution and Massachusetts Asylum for the Blind, Boston. 

Rhode Island State Department of Public Instruction. 

Ritchie, E. S. & Sons, Boston, Mass. 

Smith, Walter, Boston, Mass. 

St. Louis, Missouri. 

Thompson, Brown & Co., Boston, Mass. 

Van Antwerp, Bragg & Co., Cincinnati, 0. 

Wisconsin State Department of Public Instruction. 

Bronze Medals. 
American Metric Bureau, Boston, Mass. 
Anderson, J. J., New York. 
Andrews, A. H. & Co., Chicago, 111. 
Bicknell, T. W., Boston, Mass. 
Clark & Maynard, New York. 
Edgerton, N. H., Philadelphia, Pa. 
Gwin & Heath, Boston, Mass. 
Johnson, A. J., New York. 
Lippincott, J. B. & Co., Philadelphia. 
Monroe, Lewis B., Boston, Mass. 
Rome Female College, Rome, Ga. 
Ross, Joseph S., Boston, Mass. 
Sadlier, W. H., New York. 
Scribner, Armstrong & Co., New York. 
Sheldon & Co., New York. 
Sower, Potts & Co., Philadelphia, Penn. 
Steiger E., New York. 
Zell, T. EUwood, Davis & Co., Philadelphia. 

Honoo'dble Mention. 
Adams, Blackraer & Lyon Publishing Co., Chicago, 111. 
Brewster & Knowlton, Boston, Mass. 
Butler, J. H. & Co., Philadelphia. 



Educational Exhibits at thm Paris Exposition. 33 

Davis, Robert S., Boston, Mass. 

Eldredge &, Brother, Philadelphia. 

Gaines, S. M., Cambridge, Mass. 

Henkle, W. D., Salem, 0. 

Higginson, T. W., Newport, R. I. 

Joslyii, Gilman, Boston, Mass. 

Lee & Shepard, Boston, Mass. 

Sherwood, George & Co., Chicago, III. ^ 

"Ware, William & Co., Boston, Mass. 

Winchell, S. R., Chicago, 111. 

Collaborators — Gold Medals. 
McCormick, R. C, California. 

Silver Medals. 
Phelps, W. F., Whitewater, Wis. 
Wickersham, J. P., Lancaster, Penn. 

* Class VII — Secondary Education. 

Gold Medals. 
Albany, N. Y. 
Boston, Mass. 
Cincinnati, Ohio. 
Illinois Industrial University. 

Massachusetts State Department of Public Instruction. 
Philadelphia, Penn. 
United States Bureau of Education, Washington, D. C. 

Silver Medals. 
Barnard, Henry, Hartford, Conn. 

Columbia National College for Deaf-Mutes, Washington, D. C. 
Cooper Union for the Advancement of Science and Art, New York 
Harper & Brothers, New York. 
Lippincott, J. B., & Co., Philadelphia, Penn. 
Merriam, G. & S., Springfield, Mass. 
Mount Holyoke Female Seminary, South Hadley, Mass. 
Portsmouth High School, Portsmouth, N. H. 
Rhode Island State Department of Public Instruction. 
Smith, Walter, Boston, Mass. 
Trouvelot, Leopold, Cambridge, Mass. 
Vassar College, Poughkeepsie, N. Y. 
Wellesley College, Wellesley, Mass. 
3 



34 Report on the 

Bronze Medals. 
Hamilton College, Clinton, N. Y. 
Rudy, Charles, Paris, France. 
Williston Seminary, Eastharapton, Mass. 

Honorable Mention. 
Barnes, A. S., & Co., New York. 
Clark & Maynard, New York. 

Claxton, Remsen & Haffelfinger, Philadelphia, Penn. 
Girnor & Heath, Boston, Mass. 
Holt, Henry, & Co., New York. 
Laflin, J. M., New York. 
Warren, S. Edward, Newton, Mass. 
Washington and Jefferson College, Washington, Penn. 
Wheeler & Wilson Manufacturing Co., New York, and Bridgeport, Conn, 
Wood, William, & Co., New York. 

Class VIH — Superior Education. 
Gold Medals. 
Harvard University, Cambridge, Mass. 
Michigan State University, Ann Arbor. 
United States Bureau of Education, Washington, D. C. 
United States Naval Academy, Annapolis, Maryland. 

/Silver Medals. 
Lea, Henry C, Philadelphia, Penn. 
Massachusetts Institute of Technology, Boston. 
Wiley, John, & Sons, New York. 
Wisconsin University of Madison. 

Bronze Medals. 
Boston University, Boston, Mass. 
Chamberlin, T. C, Wisconsin. 
Van Nostrand, D., New York. 

Class IX. 

Gold Medal. 
Boston Public Library, Boston, Mass. 

Silver Medals. 
American Printing House for the Blind, Louisville, Ky. 
Perkins Institution and Massachusetts Asylum for the Blind, Boston, 
Mass. 



36 Report on the 

LIST OF THE NAMES OF THE JURIES IN EDUCATIONAI 

DEPARTMENT. 

Class VI. 

Education of Children — Primary Instruction. 

Sir Charles Reed England. 

Dabail France. 

Leveqae, C " 

Buisson " 

Schwailile " 

Forsell Sweden and Norway. 

Martini Italy. 

Konki " 

Enieric Bekey Austria — Hungary. 

Wettstein Switzerland. 

Jonckbloet, W. J. A Holland. 

Brouard France. 

Cougny ....* " 

Aubry— Vittel " 

Berge " 

Delhomas " 

Class VII. 

Organization and Appliances for /Secondary Instruction. 

Alvin Belgium. 

Dulief France. 

Chasle, E 

Philbrick, J. D United States. 

Luzzatti Italy. 

Baiier, A Austria — Hungary. 

Camat France. 

Godard " 

Quet " 

Salvandy, de " 

Class VIII. 
Organization, Method and Appliances of Superior Education. 

Milne, Edwards France. 

May England. 

Boiitmy France. 

Tozell Sweden and Norway. 

Saint Hilaire, de Russia. 

Rambert Switzerland. 

Agniard, d' Portugal. 

John Van den Brock d'Obenau Netherlands. 

Maseart France. 

Breau " 

Lacarze, L " 

Laboulage " 

Beudautr " 

Fournier, F " 



Edvcatio^al Exhibits at the Paris Exposition, 35 



TABLE OF AWARDS. 

The following table gives a comparative exhibit of all the awards in 
the Educational Department : 





o 
H 


Class vi. 


Class VII. 


Class VIII. 


COUNTRIES. 


6 


£ 
o 


5 

o 

> 

5 


"a 
o 

o 

p 


S 
S 

a 






■5 




9S 
CO 


"5 
S 

c 
p 


c 
a 







S 





5 




p 


a 


a 

s 

a 





20 

93 

422 

4 

121 

102 

89 

26 

13 

56 

29 

10 

6 

23 

7 

2 

m 


"i 

3 

1 


1 

8 
32 

"ie 

5 

5 
2 
3 
3 

(i 
1 

1 
1 


3 

8 
52 
1 
25 
7 
14 
3 
2 
7 
2 


"5 

60 


2 

25 
55 


■■■3 


5 
10 
31 

1 
7 
7 
7 


1 
7 
24 


1 

5 
38 


1 
5 
42 


3 

7 


2 

14 
19 
1 
4 
4 
4 
6 






1 




2 
26 


2 
16 


1 


Fiance 

Japan 

United States 


u 


^7 

17 

18 
1 
1 

7 


11 
20 
13 




13 
3 

1 
1 


3 
10 
3 


12 

7 
7 

"i 

5 
1 


" 2 
1 


3 

11 

8 
10 

1 
8 
5 

"i 
1 

2 
1 

8 

1 


3 

8 
6 
4 






1 


Italy 


« 


Holland 






5 

I 













2 


"i 


1 
1 
1 


I 


{. 


3 


?, 


Canada 




5 1 


1 


' i 
4 


1 
2 
1 






'""8 
2 
] 
4 
3 
2 
1 
1 


1 
5 












Sweden 


1 

1 












1 


I 












































3 
4 


7 




3 


8 
2 


3 


5 
1 




5 


11 
1 
1 

1 


1'>, 




16 
4 
5 

12 
1 
2 
3 
1 
5 

2 








































3 
5 




















1 


2 


2 


1 




Peru 






1 




















1 




















1 










2 
1 












































Aigenline Republic 








1 
1 
















1 


2 

1 






































1 
1 

1 
1 
1 




1 


































1 






3 
















1 








1 






1 
1 
3 
1 

2 
1 
1 
1 

i 
1 

2 














































































2 

1 
1 
1 
1 
1 


1 


























































.... 


1 


















































































































1 
2 

1 

1 


























::::i:;;; 


















































































































....|-... 













Educational Exhibits at the Paris Exposition. 37 

Conclusion. 
Without attempting to summarize tlie excellence and defects of Ameri- 
can education, as compared with European systems and results, we 
should not fail to note, in conclusion, that the effect of such international 
exhibitions should be, and no doubt always has been, to evoke mutual 
respect and appreciation among the competing nations. Patriotism 
which assumes the form of national conceit is weak and puerile. It is 
essential to our progress, and a prime ccadition to our success in compe- 
tition with other nations, that we should recognize our deficiencies. 
There is no European nation which cannot learn something in educa- 
tional matters from America. We, in turn, can learn much from them. 
Let it be the patriotic endeavor of the teachers of this State, while 
avoiding the errors, to imitate the excellencies and emulate the strength 
and thoroughness of the schools of the old world. 
I have the honor to be, very respectfully, 

Your obedient servant, 

JOHN E. BRADLEY, 

' Commissioner. 



LIBRARY OF CONGRESS 



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